Tools of the Trade

Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning

“…Jane observed an increase in her GRTs knowledge of cultural characteristics of students. This led to increased advocacy and increased numbers of identified minoritized youth, a projected outcome of the Four Zone Equity Driven PL model (Novak & Lewis, 2018, 2022).…”

“…Jane also shared specific content and strategies from the PL that were already implemented, in process, or planned to put in place as a direct result of the PL, such as structure in forms, the co-teaching model, and the actual method of PL delivery in the theme direct systemic outcomes from the professional learning on the gifted and talented program . Using research-based practices in professional learning—ongoing, collaborative (Gulamhussein, 2013; Novak & Lewis, 2018), job-embedded (Brigandi et al, 2019; Darling-Hammond et al, 2009, 2017; Lewis & Novak, 2022), practitioner-oriented (Darling-Hammond, et al, 2017; ESSA, 2015), sustained, and the use of multiple modalities (Darling-Hammond et al, 2017; Gulamhussein, 2013; Novak & Lewis, 2018)—are essential for positive outcomes in targeted professional learning in equity-driven professional learning.…”

“…This is a subset of a larger study implementing aspects of the authors’ professional learning model (Novak & Lewis, 2018, 2022). The full study proposed providing ongoing, targeted professional learning in culturally responsive and equity focused gifted topics for GRTs, who were then asked to turnkey this PL on to teachers in their individual schools in informal or formal ways (e.g., from water cooler conversations to using the same materials during a faculty meeting).…”

“…This collaborative PL results in a change in practice or beliefs. Endless combinations of collaborative efforts are possible within districts, including but not limited to within grade-level teams, across buildings within the district, by veteran or first-year teachers, or within specialty areas (Gulamhussein, 2013; Novak & Lewis, 2018).…”

“…In such a plan, change takes time and planning must be purposeful. As such, PL must revisit topics multiple times, allow participants time to implement the new knowledge and skills in their classrooms, reflect on the learner outcomes, and provide opportunities to revisit and collaborate again (Darling-Hammond et al, 2017; Gulamhussein, 2013; Novak & Lewis, 2018). The cyclical process of professional learning ensures that participants are internalizing the new concepts, strategies, and ideas.…”